GIFT  OF 


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tate  Normal  School 
at  San  Jose,  Cal. 


Syllabus  of 
Pedagogy 


By 
Henry  Meade  Bland,  A.H.,  Ph.D. 

Teacher  of  Pedagogy  and  History  of  Education 


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SYLLABUS  OF  PEDAGOGY. 


GENERAL  BIBLIOGRAPHY. 

J.  Reports  of  the  N.  E.  A. 

II.  Reports  of  the  U.  S.  Commissioner  of  Education. 

III.  Barnard's  American  Journal  of  Education. 

IV.  Horace  Mann's  Twelve  Reports. 
V.  The  Pedagogical  Seminary. 

VI.     Barnes's  Studies  in  Education. 
VII.     Child-Study  Monthly. 
VIII.     Illinois  Society  for  Child-Study;  etc. 

The  student  should  be  thoroughly  familiar  with  the  indexes  of  these 
books,  so  as  to  be  able  to  quickly  find  references  in  them. 


NATURE  OF  THE   RECITATION  WORK  IN  PEDAGOGY. 

I.  Lectures  by  Instructor. 

II.  Readings  and  reports  of  Readings. 

III.  Class  discussions. 

IV.  Oral  reports  of  observations  and  interpretations. 

V.     Written  reports  of  observations  and  interpretations. 
VI.     Discussions  of  Educational  Theory. 

VII.     Observations  in  Training  School,  and  discussion  of  same. 
VIII.     Informal  conversation,  debates,  etc. 

IX.     Careful  and   scientific  observation,  throughout  the  term,  of  at 
least  one  child. 

As  far  as  conditions  will  allow,  the  spirit  of  the  method  indicated  in 
Editorial,  page  i,  Vol.  i,  No.  I,  Ped.  Sem.,  will  be  utilized. 

332884 


• 

SOURCES  OF  MATERIAL  FOR  STUDY  OF  PEDAGOGY. 

I.     Introspective  Studies.     (A  person's  own  experiences.) 
II.     The  Modern  Novel:  e.  g.,  Romance  of  a  Child, 

Evolution  of  Dodd, 
Sentimental  Tommy,  etc. 

III.  Studies  of  individual  Children. 

(#)  Personal  observations. 

(b)  Such  studies  as  Darwin's  Sketch  of  an  Infant. 

(c)  Studies  by  Hogan,  Shinn,  and  others. 

IV.  Biography  and  Autobiography. 

V.     The  Drama.     Illustrations  of  typical  phases  of  character. 
VI.     Experiments  upon  Classes  in  Schools. 

Statistics     from    such     experiments.       (Such    as    those     of 
Marion  Holmes.) 


THE  CHILD'S  ESSENTIAL  NATURE. 

I.     The  Mediaeval  View. 
II.     The  View  of  Rousseau. 
III.     The  Modern  Scientific  View. 

Ref.:    Spencer:    Social    Statics;    Essay   on    the    Rights    of 
Children. 


THE  CHILD  AS  AN  ORGANISM. 

I.     Correlation  of  Brain  and  Mind  States. 
II.     Localization  of  Function. 

Ref.:  Halleck:  Education  of  the   Central   Nervous  System, 

Chapters  I,  II,  III. 

Donaldson:  Growth  of  the  Brain,  Chapter  I. 
James:  Briefer  Course,  Chapter  VIII. 
Oppenheim:  Development  of  the  Child. 
III.     Habit. 


OF  THE 

UNIVERSITY 

THE  CAPITAL  OF  THE  CHILD— HEREDITY. 

I.     The  General  Principle  Stated. 

Herbert   Spencer:   Principles  of  Biology;    Vol.    I,    Part   II, 

Chapters  VIII  and  IX. 
II.     General  Aspects  and  Effects  of  Heredity. 

David  Starr  Jordan:  Footnotes  to  Evolution. 

III.  Other  References:  Ribot:  Heredity. 

Galton :  Hereditary  Genius. 
Darwin:  Origin  of  Species. 

IV.  Value  to  Teachers  of  a  Knowledge  of  the  Hereditary  Tendencies 

of  Individual  Children  under  his  Charge. 

(1)  Enables  teacher  to  better  guard  health. 

(2)  Teacher  can  pick  up  native  interests  quickly. 

(3)  Gives  knowledge  of  children's  motives. 
V.     Principles  of  Heredity. 

(1)  Acts  automatic  in  parents  have  a  tendency  to  be  repro- 

duced in  offspring. 
{2)  Like  produces  like. 
VI.     Famous  families. 

ENVIRONMENT. 

I.     Elements  entering  into:  (i)  Climate. 

(a)  Food. 

(3)  Disease, 

(4)  Exercise. 

(5)  Social  Relations. 

II.     The  Solution  of  Practical   School    Problems  arising  out  of  the 
above. 

(ij  The  Ideal  Schoolhouse.     Western  Journal  of  Education, 
July,  1901. 

(2)  Regulations    with    Reference   to    Contagious    Diseases. 

Various  school  manuals. 

(3)  Calisthenics,  Gymnastics,  Recesses. 

(4)  City  and  Country  Life. 

(5)  Function   of  the   School — to  furnish   the   best   possible 

environment  for  the  child  to  grow  in. 

(6)  Typical  Schools  of  the  New  Type. 

1.  George  Junior  Republic. 

Journal  of  Education  (N.  E.  and  Nat'l).     January 
4,  n,  18,  1900. 

2.  The  "Dewey  School." 

Re/.:  The  School  and  Society;  John  Dewey. 


THE   RACK  AND  THE  CHILD. 

I.     Spencer's  Classification  of  the  Activities  of  the  Race,  modified 
into  a  triple  group: 
(a)  Social  activities, 
(£)  Economic  activities, 
(c)  Esthetic  activities. 

Ref.:  A   History  of  Education,    Davidson;   Chap.    II. 

(Supplemented  by  all  of  Book  I,  if  there  is  time.) 
II.     Illustrations  of  Racial  Development.     General  Surveys. 

(a]  Esthetic — Literary  development  of  English;  of  Greeks. 
(£)  Social — Development  of  governmental  forms  among  Aryan 

nations. 

(c)  Economic — Industrial  development  of  England. 
III.     Use  of  play  of  leading  the  child  through  the  experiences  of  the 

race. 
TV.     The   child's   literary   development   compared    with    the   race's; 

compared  also  with  the  race's  scientific  development. 
V.     Signification  of  arrested  development  with  reference  to  the  race; 

with  reference  to  the  child. 
VI.     Periods  of  general  racial  development  further  considered. 

(a)  Characteristics  of  peoples  who  live  contentedly  under  abso- 

lute monarchy. 

(b)  Characteristics  of  peoples  reacting  against  monarchialism. 

The  French  Revolution. 

(c)  Characteristics     of    peoples     living     under     democracies. 

(Rational  self-rule  on  the  part  of  communities.) 

VII.  Thoughts  suggested  by  the  above  characteristics  with  reference 
to  parallel  periods  in  the  individual:  Childhood,  Ado- 
lescence, Manhood. 


TENDENCIES  OF  THE  CHILD. 

I.     Psychological  aspect  of  the  child. 
Phases  of  the  child  mind: 

(1)  The  sympathies. 

(2)  Conational.     (The  will  side.) 

(3)  Perceptional.     (The  scientific.; 
II.     The  psychological  basis. 

(1)  Emotion. 

(2)  Feeling  and  motor  activity. 

(3)  Will. 

^i  


III.  Aspect  of  tendencies  of  phases  of  the  mind. 

(1)  Scientific — Disjunctive. 

(2)  Conational — Negative. 

(3)  Sympathetic — Affirmative. 

IV.  Three    general    stages    of    development    or    differentiation    of 

tendencies  or  phases. 

(1)  Elements  of  environment  not  known  in  relation. 

(2)  Elements  known  in  simple  relations. 

(3)  Higher  relations  understood. 

(Harris's  Fed.  Creed,  N.  Y.  Sch.  J.,  Jan.  26,  1897.) 

(4)  Habit— Custom— Law— The  Law  of  Habit. 

(5)  Order  of  development  of  reasoning  powers. 

1.  Induction. 

2.  Deduction. 

3.  Relation  of  induction  to  deduction. 
Illustrations — 

1.  From  arithmetic. 

2.  From  algebra. 

3.  From  science. 

(6)  Development  of  special  phases  of  the  mind. 


DIFFERENTIATION  OF  TENDENCIES. 

I.     Laws  of  Sympathetic  Development. 

(1)  Moral  Conversion. 

Types  of  Decision. 
James:  Briefer  Course,  Chapter  XXIII,  p.  529. 

(2)  Means  for  securing  moral  conversion. 

(a)  Use  of  humor. 

(b)  Other  means. 

II.     Training  of  the  Will  (Discipline). 

(1)  Order  of  the  recurrence  of  the  emotions. 

(2)  Signification    of  the   anger — grief — pleasure   formula  in 

discipline. 


III.  Natural  Law  of  Punishment.  M 

(1)  Viewed  historically. 

(a)  Montaigne  (Essay). 

(t>)  Rousseau  (Emile). 

(c)  Spencer  (Rights  of  Children). 

(2)  Punishment  for  the  sake  of  reforming  the  child. 

(3)  Discipline  and  school  tactics  means  to  ends. 
(4>  Offenses  and  Punishments  to  be  closely  related. 
(5)  General  observations  on  punishments. 

IV.  Law  of  Scientific  Development  and  of  the  Development  of  Action. 

(1)  The  former  indicated  in  Life  of  Darwin.     (See  Darwin's 

Life,  by  his  son.) 

(2)  Psychological  relation  between  thought  and  action. 


ARRESTED  DEVELOPMENT. 

Ref.\  W.  T.  Harris,  Ped.  Creed,  N.  Y.  Sch.  J.,  June  26,  1897. 

Minor  Mental  Abnormalities  in  Children.    Rep.  Com.  of  Ed. 

I.     Carrying  habits  that  belong  to  one  stage  of  development  into 

another.     Memory  methods.     Baby  talk. 
II.     Striking  examples  of  one-sided  development  in  history. 

(1)  Darwin. 

(2)  Rousseau. 

(3)  Napoleon. 

(4)  Goldsmith. 

III.  Education  of  abnormal  children. 

(1)  General  principles  as  to  conditions. 

(2)  Impairing  of  one  sense  leads  to  the  sharpening  of  others. 

Examples. 

IV.  Special  methods  in  education  of  the  deaf.     Of  the  blind.     Helen 

Keller  and  others. 

V.     Arrested  racial  development;    Lombardy,  India,  The  Spartans, 
China.     Causes. 


THE  PERSONALITY. 

AW"..'  James:  Ch.  XII  of  the  Self. 

Griggs;  Development  of  the  Personality  in  Children  (Stud. 

in  Ed.,  Barnes,  Vol.  No.  VIII). 
I.     vStages  of  development  of  the  personality. 

(1)  Spontaneity. 

(2)  Individuality. 

(3)  Spirituality. 

II.     Poetic  conceptions  of  the  spiritual  phase. 

(i)  Shakespeare,  Browning,  Holmes,  I4th  Chap,  of  St.  John-. 

III.  Attitudes  of  the  personality. 

(1)  Wit. 

(2)  Humor. 

(3)  Pathos. 

(4)  Austerity,  etc. 

Relations  of  these  qualities. 

IV.  Personality  of  the  teacher. 

(1)  Its  influence  in  the  school-room. 

(2)  Law  of  its  operation. 

(3)  What  hypnotism  teaches. 


COURSE  OP  STUDY. 

I.     Significance  of  the  various   school-room  subjects  in  developing 
the  personality. 

(1)  Science  Studies  and  Mathematics,  Manual  Training  and 

Experimentation. 

(2)  History,  Civil  Government,  and  Biography. 

(3)  Literature  and  Art. 

II.     Specialization — Nature  and  extent  of  process. 

III.  Correlation  of  Subjects;  General  and  Special  Application  of  the 

Phrase. 

IV.  Function  of  the   Public  School  with   reference  to  the   subject- 

matter  of  the  course. 

Dewey's  View.     (The  School  and  Society.) 
Fundamental  Principles  in  Treatment  of  Subjects. 


METHOD  IN  RECITATION. 

I.     Proceed  with  the  child's  capital,  his  experience  acquired  natu- 
rally, or  in  the  school-room,  as  a  basis. 
II.     Questioning.     Historic  methods : 

(1)  Socratic, 

(2)  Alcuin's  Method, 

(3)  The  Catechism. 

III.  Topical  Method  in  Recitation. 

IV.  Use  of  Conversation  and  Illustration. 
V.     Reviews  and  Examinations. 


DEFINITIONS  OF  EDUCATION. 

I.     W.  T.  Harris:  "  Fed.  Creed,"  N.  Y.  Sch.  J.,  June  26,  1897. 
II.     Hegel:     "Progressive     Self- Adjustment    of    the    Individual    to 
Society." 

III.  Dewey:  "The  Reconstruction  or  Reconstitution  of  Experience," 

N.  Y.  Sch.  J.,  Jan.  16,  1897. 

IV.  Froebel:  "Self- Activity." 
V.     Herbart:  "Receptivity." 

VI.     Barnes:  N.  Y.  Sch.  J.,  Jan.  9,  1897. 

VII.     Def.  in  questions  given  in  Teachers'  Examination  in  San  Fran- 
cisco, Oct.  5,  1901. 


PRACTICAL  SUGGESTIONS  ON  SCHOOL  MANAGEMENT. 

Ref.:  Santa  Clara  County,  Cal.,  School  Manual,  1901,  page  51. 
White:  School  Management. 
Hughes:  Mistakes  in  Teaching. 
I.     Attendance. 
II.     Promotions. 

III.  Busy  Work;  How  to  Teach  Children  to  Study. 

IV.  Items  of  General  Policy. 


JM.261921 

2  5 1975 


Gayiord  Bros. 

Makers 
Syracuse,  N.  Y. 

PAT   JAN.  21,  1908 


169. 6 


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